We spoke with Nadine Crane, lecturer at the Melbourne Graduate School of Education, who unpacks the "false assumptions" around the inclusion of student voice in the classroom, and gives her take on the so-called dichotomy between explicit teaching and inquiry-based learning.

With principals these days being asked to do more with less resourcing, funding, and support, it’s reassuring to know that young, ambitious and proudly passionate leaders like Tasmanian Ashley McPherson are stepping up to the plate.

Ethical leadership plays a key role in building an inclusive school culture, according to Professor Suzanne Carrington from the Faculty of Education at Queensland University of Technology.

Teachers across Aotearoa are teaming up with scientists and conservation experts to learn about environmental education topics that they can then integrate into their own school curriculum.

The future of Bahasa Indonesia language learning in Australian schools is a scarily precarious one, according to Hamish Curry, executive director of the Asia Education Foundation (AEF) at the University of Melbourne.

We often hear of the importance of non-academic outcomes such as engagement and critical thinking but how can teachers actually measure these in the classroom?

While COVID-19 has given countless students and families their first experience of remote learning, it has long been the only way for some students to attend school.

Thousands of high school students are reaping the rewards of a unique industry partnership that’s helping bring the world of STEM into regional schools.

It was the biting question that simultaneously altered the course of STEM education in Victoria and the trajectory of Michael Pakakis’ career: “Well, why don’t you do something about it?”